Drop-out recovery charter schools annually serve about 20 percent of Ohio’s charter students but have never been held accountable for the performance of their students. Ohio’s Senate Bill 316 (SB 316) would change this by requiring the creation and enforcement of standards for these schools. The legislation empowers Ohio’s Board of Education to set accountability standards but also leaves open what these standards will actually be. Yesterday, however, the House education committee amended the bill so that drop-out recovery schools will not be subject to the state’s automatic closure law for charter schools.
As the House considers the bill this week, lawmakers need to balance the demand for high standards for recovery charters with the unique student composition and testing challenges associated with these schools. Further, lawmakers should understand the benefit of drop-out recovery schools to the graduation rates of traditional public high schools.
First, by definition, drop-out recovery charters primarily serve dropouts or students at risk of dropping out. This fact alone requires a different perspective of what “student achievement” means—and the approaches required for student success. Because dropout recovery charters enroll mostly high-poverty and highly underperforming students, an apple-to-apples comparison of dropout recovery charter performance to traditional high school standards of success seems unreasonable.
Second, legislators should consider how dropout recovery charters actually benefit public school districts. They do this is a couple ways: first, by enrolling students who would have otherwise dropped out of education completely, recovery charters improve public school district’s graduation rates. Consider, for example,...